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Periodismo Digital – Foro 2004 / Digital Journalism Forum

Posted by Admin | Posted in Diplomados | Posted on 30-01-2014

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Estepona, Málaga, España. (PRWEB) November 18, 2004

Foro de Periodismo Digital / Digital Journalism Forum

Periodistas Digitales analizarán el presente y

el futuro del Periodismo para Internet

1 y 2 de Diciembre de 2004 Estepona, Málaga, España.

http://www.periodistasdigitales.tk


http://www.agenciacomunicacion.com/periodismodigital

OBJETIVOS Y PONENTES

OBJETIVOS:

El Ayuntamiento de Estepona a través de su programa “Estepona, Ciudad del Periodismo”, quiere dar a conocer, debatir y reflexionar acerca del presente y el futuro del Periodismo Digital, a través de sus protagonistas.

Periodistas digitales de reconocido prestigio, narrarán sus experiencias y expondrán sus opiniones acerca del presente y el futuro del Periodismo para Internet.

Periodistas, Periodismo y Medios de Comunicación Digitales a análisis en el Foro de Periodismo Digital de Estepona.

PONENTES:


Mario Tascón:

Director general de contenidos de Prisacom y, desde el 2002, responsable de la versión digital del diario El País. En 1994 puso en marcha la edición digital del diario El Mundo, y en 1996, se hizo cargo de la totalidad de las publicaciones electrónicas del periódico y fundó la primera redacción digital en España. Ha conseguido los máximos galardones en los premios de la Society of News Design (SND), incluyendo varias medallas de oro, menciones especiales del jurado y un Best of Show.

—> PONENCIA: “Formatos de visualización de noticias en Internet”.

Alberto Cairo:

Jefe de la sección de Infografía de “El Mundo.es”. Estudió Periodismo en la Facultad de Santiago de Compostela. En 1998 se incorpora a La Voz de Galicia, en Febrero de 1999, a Diario 16. Colaboró con la agencia DPI-Comunicación. Desde abril de 2001 en

elmundo.es. Galardonado con numerosos premios internacionales. http://www.albertocairo.com


—> PONENCIA: “Infografía online: éxitos y fracasos”.

Alfred Lammie:

Graduado en la carrera de Ingeniería en Sistemas Computacionales de la Universidad Tecnológica de Panamá en Julio 2004. Infografista e ilustrador para los diarios Crítica y Panamá América desde el 2002. Creativo y Webmaster de los siguientes webs: Mundofred.com: entretenimiento en animaciones de humor flash;

Elgeneral.tv: web del artista musical “El General”; Anayka.net: web de la artista musical “Anayka”; Toyotarp.com: sección flash de campañas publicitarias.

Creador y productor de campaña social y personaje animado “Forrito el condón” para Internet y Televisión. http://www.mundofred.com


—> PONENCIA: “El papel de la animación en la comunicación digital”.

Javier Castañeda:

Periodista. Licenciado en Derecho y Periodismo. Diplomado en Estudios Avanzados en Sociedad de la Información y postgrado en Ciencia, Tecnología y Sociedad y en Humanidades Contemporáneas. Aterriza en la Red en 1996 y desde entonces ha trabajado en Internet -como periodista especializado en la SI- en distintos medios como Grupo Prensa Ibérica (La Provincia), Telemadrid, Grupo Correo y Grupo Netjuice (Baquía.com). Es el responsable de Internet de Casa Asia. http://www.casaasia.es


—> PONENCIA: “Periodismo de Fuente Abierta: el impacto de Internet en el Periodismo clásico”.

Paco Olivares:

Periodista experto en Periodismo Digital, Internet y Nuevas Tecnologías. Doctor en Periodismo Electrónico por la Universidad de Sevilla. Profesor Instituto Universitario de Postgrado. IUP. Director del Máster en Periodismo Digital (Escuela de Periodismo UAM/EL PAÍS, Santillana Formación). Responsable del desarrollo de Imagen Corporativa en Radio y Televisión de Andalucía – Canal Sur.

—> PONENCIA: “Elementos que afectan a la expansión del Periodismo Digital”.

Ismael Nafría:

Periodista especializado en Internet, Nuevas Tecnologías y Comunicación.

Autor de la columna semanal “La Crónica” de La Vanguardia Digital, de la que fue redactor jefe durante dos años. Actualmente es consultor de Innovation International Media Consulting Group y colabora en Lavinia TC, Catalunya Ràdio y Radio Barcelona.

En Miami (EEUU), fue redactor jefe de Baquía.com. También ha trabajado en prensa, radio (Radio Barcelona) y agencias (Europa Press).

Ha sido becario de la Fundación Fulbright (Salzburg Seminar).

Página personal: http://www.ismaelnafria.org


—> PONENCIA: “Viejos y nuevos modelos de negocio de la prensa digital”.

María de los Ángeles Cabrera:

Es Profesora Titular de Diseño Digital en la Universidad de Málaga. Se licenció en Ciencias de la Información en la Universidad de Navarra y se doctoró en Málaga con la primera tesis defendida en España sobre el diseño de periódicos en Internet. Trabajó en la cadena COPE como redactora y locutora de informativos, en ABC de Sevilla como redactora e infografista, y en Málaga Televisión como redactora, guionista y jefa de producción de programas especiales. Entre sus publicaciones está el libro La Prensa Online. Los periódicos en la WWW. Dirige el grupo de investigación Labcom que colabora con otras universidades españolas y europeas en la investigación sobre el impacto de Internet en los medios de comunicación. La Asociación de Periodistas Digitales de Latinoamérica (PEDAL) le premió por su ensayo sobre el rol de periodista en la era digital. Actualmente es Vicedecana de Investigación e Innovación en la facultad de Ciencias de la Comunicación de Málaga donde imparte, entre otras, las asignaturas de Diseño y Edición Digital.

—> PONENCIA: “La investigación en el Periodismo Digital”.

Nereida Cea:

Licenciada en Periodismo (1997) y máster en Periodismo Digital. Trabajó en el departamento de Internet del periódico El Mundo. Actualmente desarrolla una tesis doctoral en la Universidad de Navarra sobre la estructura de las empresas de comunicación en Internet. Miembro del Laboratorio de Comunicación de la Universidad de Málaga. Compagina su investigación con la actividad docente como profesora en la Escuela de Negocios Uniactiva.

—> PONENCIA: “Internet dentro de la estructura de medios”.

Juan Varela:

Director de Mediathink Consultores. Editor de Periodistas 21

http://periodistas21.blogspot.com


Licenciado en Ciencias de la Información por la Universidad de Navarra y

Máster en Periodismo por la Universidad Autónoma de Madrid-El País.

Ex profesor asistente de la Facultad de Comunicación de la Universidad de

Navarra.

Ha sido Subdirector de Diario 16 y redactor jefe de El Periódico de Catalunya

y del diario El Sol de Madrid.

Anteriormente fue redactor en El Ideal Gallego (La Coruña), El Correo de

Andalucía (Sevilla), El País y Cinco Días (Madrid).

Director del proyecto de diario olímpico Barcelona 92 de El Periódico de

Catalunya.

Ex asesor de Prensa Regional del Grupo Zeta (España).

Como consultor periodístico ha dirigido y realizado reingenierías y

renovaciones editoriales y organizativas en un centenar de medios de Europa y

Latinoamérica.

—> PONENCIA: “Política 3.0 Periodismo Político y activismo en red”.

José Luis Orihuela :

Doctor en Comunicación Pública (1993), Licenciado en Ciencias de la Información (1990), Máster of Arts en Periodismo (1989) y Miembro del Programa de Graduados Latinoamericanos (1987) de la Facultad de Comunicación de la Universidad de Navarra (Pamplona, España). Graduado en Periodismo por el Colegio Universitario de Periodismo de Córdoba, Argentina (1986). Profesor en la Universidad de Navarra, Subdirector del Laboratorio de Comunicación Multimedia.

http://www.ecuaderno.com


—> PONENCIA: “Weblogs y Periodismo: encuentros y desencuentros”.

Periódicos electrónicos:

Fernando Jáuregui:

Periodista. Ha sido director de Micanoa, Diario Directo y actualmente Ocio Crítico. Fue el primero que lanzó un “confidencial” en Internet. Escribe en diferentes medios, contertulio habitual en radio y TV. Analista político y periodista de amplia trayectoria y experiencia.

—> PONENCIA: “Este es el Periodismo del futuro”.

David Rojo:

Director de Periodista Digital. Ha vivido en Nueva York, Moscú y Pekín, y no siempre en hoteles recomendables. Ha viajado por los cinco continentes y, además de licenciarse en Derecho y en Periodismo, se ha dedicado a casi todo lo imaginable. Trabajó en un ballenero cerca de Vladivostok, cruzó América con un grupo de Ángeles del Infierno e hizo de excavador para un equipo arqueológico en Samarcanda. En la actualidad prepara una tesis doctoral en la cátedra de Derecho Penal de la Universidad Complutense sobre Delitos de Prensa.

—> PONENCIA: “La Primera Víctima”.

Adrián Hiebra:

Coordinador de Redacción de El Otro Diario. Este nuevo medio electrónico se define como: “un proyecto impulsado por gentes de muy diversos ámbitos pero con el objetivo

común de abrir una ventana a la información sin aditivos y al análisis progresista”. Redactor de la revista MegaJuegos entre 1998 y 2000. Subdirector de la revista MegaJuegos entre 2000 y 2001. Subdirector de la revista digital ZonaRed, 2001 y 2002. Vicepresidente de la O.N.G. “10%”, 2001 y 2003. Director de la revista digital MSDOX.com. entre 2002 y 2003. Director del semanal SinDocumentos.com en 2004.

—> PONENCIA: “Evolución y posibilidades del Periodismo Digital”.

Rafael Torres:

Licenciado en Ciencias de la Información por la Universidad Complutense.

Ha sido Redactor y coordinador de un programa en el centro de producción de RTVE en Canarias, Redactor en el diario La Provincia (Las Palmas de Gran Canaria). Redactor en el diario La Nueva España (Oviedo). Corresponsal en Las Palmas y en Alicante de la agencia de noticias OTR Press. Redactor jefe del Diario Información (Alicante).

Actualmente es Director de Contenidos de Recursos en la Red, empresa encargada de las ediciones digitales de los diarios del grupo Editorial Prensa Ibérica.

—> PONENCIA: “Periodismo Digital en la prensa provincial y regional”.

PROGRAMA

Días 1 y 2 de Diciembre de 2004.

Miércoles 1 Diciembre:

10:00 a 17:00 h:

10:00 h: Inauguración Oficial

10:10 h: Javier Castañeda: “Periodismo de Fuente Abierta: el impacto de Internet en el Periodismo clásico”.

10:50 h: Alfred Lammie: ” El papel de la animación en la comunicación digital”.

11:30 h: Ismael Nafría: “Viejos y nuevos modelos de negocio de la prensa digital”.

12:10 h: Alberto Cairo: “Infografía online: éxitos y fracasos”.

12:50 h: Paco Olivares: “Elementos que afectan a la expansión del Periodismo Digital”.

13:00 h: Rafael Torres: ” Periodismo Digital en la prensa provincial y regional”.

13:40 h: Mesa redonda.

17:15 a 19:00 h:

17:15 h: David Rojo: “La Primera Víctima”.

17:55 h: Ismael Hiebra: “Evolución y posibilidades del Periodismo Digital”.

18:40 h: Fernando Jáuregui: :”Este es el Periodismo del futuro”.

19:00 h: Mesa redonda.

Jueves 2 de Diciembre:

10:00 a 14:20 h:

10:00: Nereida Cea: “Internet dentro de la estructura de medios”.

10:40: Mario Tascón: “Formatos de visualización de noticias en Internet”.

11:20: José Luis Orihuela: “Weblogs y Periodismo: encuentros y desencuentros”.

12:00: Juan Varela: “Política 3.0 Periodismo Político y activismo en red”.

12:40: María de los Angeles Cabrera: “La investigación en el Periodismo Digital”.

13:20: Mesa redonda.

14:00: Presentación del portal Casa Asia Virtual (CAV) basado íntegramente en tecnología Open Source, con la creación de una cabecera online (INFOASIA).

14:20: Clausura oficial.

ORGANIZA

Ayuntamiento de Estepona.

Empresa Pública “Promoción y Comunicación Estepona, S.L.”.

LUGAR DE CELEBRACIÓN

Palacio de Congresos y Exposiciones de Estepona, Málaga, España

INSCRIPCIÓN

PRECIO INSCRIPCIÓN:

Estudiantes de la Universidad de Málaga (previa acreditación de su pertenencia a la citada Universidad): 15 € más IVA.


Resto de Asistentes: 75 € más IVA.

SECRETARÍA TÉCNICA

Teléfonos:

(+34) 957-524-523

(+34) 952-801-100

Fax:

(+34) 957-522-225

E-mails:

Ver en:

http://www.agenciacomunicacion.com/periodismodigital


http://www.periodistasdigitales.tk

Otra Información de Utilidad:

Página Oficial de Turismo de Estepona:

http://www.infoestepona.com

Alojamiento y Hoteles en Estepona:

http://www.infoestepona.com/alojamiento/hoteles.shtml

Guía de Estepona (en PDF en archivo comprimido en formato Zip):

http://www.infoestepona.com/Guia_estepona.zip

Especial Ciberperiodismo – Periodismo Digital – Periodismo Electrónico:

http://www.pressnetweb.com/ciberperiodismo

INFORMACIÓN ADICIONAL Y CARTEL

Información acerca de la formalización de Inscripciones, Cartel y Nota de Prensa en versión Html y Word en:

http://www.agenciacomunicacion.com/periodismodigital


http://www.periodistasdigitales.tk

_____________________________________________

Pressnet: Periodistas, Periodismo y

Medios de Comunicación en Internet /

Journalists, Journalism and

Mass Media in Internet

http://www.pressnetweb.com


_____________________________________________

PressAge Agencia de Comunicación

y Gabinete de Prensa /

Communication Agency & Press Cabinet:

http://www.agenciacomunicacion.com


_____________________________________________

Medio Colaborador de Reporteros Sin Fronteras /

Reporters Without Borders Media Partner:

http://www.pressnetweb.com/rsf


http://www.rsf.org/article.php3?id_article=11655


_____________________________________________

Digital journalism Forum

English Translation

Translate in English:

http://translate.google.com/translate?u=http%3A%2F%2Fhttp://www.agenciacomunicacion.com/Periodismo_Digital/periodismo_digital.htm&langpair=es%7Cen&hl=es&ie=UTF-8&oe=UTF-8&prev=%2Flanguage_tools

_____________________________________________







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No, no es un cardenal migratorio. ¡Esta es nada menos que la grandiosa Rosa de Venezuela (Brownea grandiceps)!

Posted by Admin | Posted in Educación It | Posted on 25-01-2014

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Check out these educación it images:

No, no es un cardenal migratorio. ¡Esta es nada menos que la grandiosa Rosa de Venezuela (Brownea grandiceps)!
educación it

Image by barloventomagico
[Translation: No, it is not a Summer Tanager. This is nothing less than the magnificent Rose of Venezuela (Brownea grandiceps)!]

Sobre la rosa de montaña, y en particular la especie conocida como rosa de Venezuela, he escrito lo siguiente:

La rosa de montaña roja es una especie ilustre, cuyo abolengo se remonta a los tiempos de los cronistas de Indias, algunos de los cuales resaltaban sobre todo sus virtudes terapéuticas, como se comprueba en la cita siguiente tomada del fraile cronista del siglo XVIII llamado Antonio Caulín:

«Así la rosa, como el palo, dado en decocción, tiene virtud abstringente… y por eso lo aplican en disenterías, diarreas, &c. Lo más maravilloso de este Palo es, que aplicado à una cortadura, por profunda que sea, luego estanca la sangre; y separado vuelve à correr como antes corría, y por tanto lo aplican à los fluxos inmódicos de las mugeres, colgado à las caderas. Descubrióse esta virtud el año de veinte, y siete, en que un mozo de Don Juan Meleros se cortó con un hacha un pie, que tenía sobre un trozo de este palo; y al ver, que no echaba sangre, lo retiraron, y corrió en abundancia; volvieronlo à aplicar al trozo, y repentinamente se detuvo: de este suceso se siguió después hacer vários experimentos en copiosos fluxos de narices, y otras partes, y se ha encontrado tener virtud abstringente en sumo grado» (Caulín, 1992 [1779], p. 27-28).

En relación a este uso de la rosa de montaña como coagulante, se ha dicho que «en la región de Barlovento preparan con las flores una bebida o infusión y se la dan a las mujeres que tienen hemorragias después del parto» (Hoyos, 1985, p. 115). Caulín, como clérigo que era, daba también una sutil connotación religiosa al hecho de que, al ser seccionados transversalmente el tronco o las ramas de este árbol, sus vasos presentaran una disposición reminiscente de una cruz, «particularidad de esta especie, común probablemente a todo el género Brownea» (Pittier, 1970 [1926 y 1939], p. 343), incluido el roso blanco, árbol emblemático del Estado Miranda, que como sucede con algunos de sus parientes más connotados, a veces se les da por tal motivo el nombre de palo de cruz, palo cruz o rosa de cruz.

Hay una rosa de montaña muy especial, bautizada por los botánicos como Brownea grandiceps, que fue muy conocida y estimada fuera de nuestro país, en particular en Europa, donde le fue dado nada menos que el nombre de «Flor de Venezuela» o «Rosa de Venezuela» en razón de que «el material que sirvió para la primera descripción científica fue colectado en las montañas colindantes de la ciudad de Caracas por el botánico Bredemeyer. “Nunca he podido ver, sin recogimiento, los vetustos especímenes de dicha planta, que se hallan en las quebradas de Cotiza, por considerarlas como venerables testigos de los esfuerzos iniciales hechos en pro de la conquista de la riquísima flora venezolana”. Muchos de estos arbolitos fueron exportados cuidadosamente a Europa, donde fueron objeto de ornato, “El más hermoso árbol florido de América”, dirá un botánico europeo que visitó Venezuela en 1803» (Hoyos, 1974, p. 68). No extraña, por tanto, que el poeta barloventeño Oscar Rojas Jiménez le haya incorporado a su Canto al trópico americano en una estrofa que dice:

«Vi crecer a la orilla de mis años
tus bosques de la fiebre
y los cien pétalos ardientes
de la rosa de montaña atormentada»

(Rojas, 1954, p. 4)

Bibliografía citada

Caulín, Fray Antonio. 1992 [1779]. «Historia corográfica de la Nueva Andalucía». Academia Nacional de la Historia. Caracas.

Hoyos, Jesús. 1974. «Arboles cultivados de Venezuela». Sociedad de Ciencias Naturales La Salle. Caracas.

Hoyos, Jesús. 1985. «Flora emblemática de Venezuela». Petróleos de Venezuela. Caracas.

Pittier, Henri. 1970 [1926 y 1939]. «Manual de las plantas usuales de Venezuela y su suplemento». Fundación Eugenio Mendoza. Caracas.

Rojas Jiménez, Oscar. 1954. «Canto al trópico americano». Ediciones del Ministerio de Educación. Caracas.

Driving Licences
educación it

Image by brizzle born and bred
History

driving test facts

Mr Bean was the first person to pass the driving test in 1935… fact! But it’s not that Mr Bean, it was Mr J Beene who paid a grand total of 37p (7d / 6p in old money) to take the test.

There were no test centres in 1935 so you had to arrange to meet the examiner somewhere like a post office, train station or town hall.

The test was suspended for the duration of World War Two and didn’t resume until 1 November 1946.

In 1975, candidates no longer had to demonstrate hand signals.

The theory test was introduced in 1996, replacing questions about the Highway Code during the practical test.

Driving was much more hazardous 75 years ago, 7,343 people were killed on Britain’s roads when only 2.4 million vehicles were in operation – in 2008, 2,538 people were killed with 26.5 million vehicles on the road.

Candidates could book their theory test online for the first time in December 2001.

The pass rate in 1935 was 63 per cent compared to 46 per cent in 2009.

1969 saw the first driving test set for an automatic vehicle.

Since 1935 more than 46 million tests have been taken.

See – The Funny Side Of Being A Driving Instructor!

www.squidoo.com/drivinginstructorsvideoshowcase

UK driving licences were introduced by the Motor Car Act 1903 but no test was required.

The Motor Car Act 1903 introduced registration of motor cars and licensing of drivers in the United Kingdom and increased the speed limit.

The act followed the Locomotives on Highways Act 1896 which had increased the speed limit for motorcars to 14 mph from previous 4 mph speed limit in rural area and 2 mph in towns.

There were some who wished to see the speed limit removed altogether.

The influential Automobile Club (soon to become the Royal Automobile Club or RAC) was split on the subject; the chair of the working group on the bill was Lord Montagu (MP) who took a moderate line supporting speed limits, but was opposed on this by the chairman of the organisation Roger Wallace who were ‘strongly against any speed limit’ and described Montagu as a ‘traitor’. The secretary of the club publicly proposed a ‘compromise’ of 25 mph without authorisation. Parliametary debates were described as ‘bitter’.

A test for disabled drivers was introduced by the Road Traffic Act 1930.

Legislation for compulsory testing was introduced for all new drivers with the Road Traffic Act 1934. The test was initially voluntary to avoid a rush of candidates until 1 June 1935 when all people who had started to drive on or after 1 April 1934 needed to have passed the test.

Testing was suspended during World War II.

Testing was suspended again during the Suez Crisis in 1956 to allow examiners help to administer petrol rations.

The Roads Act 1920 was Act of the Parliament of the United Kingdom which established the Road Fund, introduced tax disks.

The driving theory test was introduced in July 1996 as a written examination which was updated to a computer based test in 2000.

The hazard perception test was introduced in November 2002.

Driving licenses go by several different names, used both colloquially and formally. Driver’s licence is used in Canada; driving license and driver license are used in the United States.

The form driver licence is found in New Zealand and Australia (being introduced). Conversely almost all Australians refer to it as a driver’s licence. Driving licence is used in India, the United Kingdom, the Republic of Ireland, Malta, in European Union official usage, and in former British colonies such as Hong Kong, Pakistan and Singapore.

The first driver’s license of sorts was issued to the inventor of the modern automobile, Karl Benz, in 1888. Because the noise and smell of his Motorwagen resulted in complaints by the citizens of Mannheim, Benz requested and received written permission by the Grand Ducal authorities to operate his car on public roads.

Up until the start of the 20th century, European authorities issued driver’s licences similarly ad hoc, if at all. The first locality to require a mandatory driving licence and testing was Prussia, on 29 September 1903. The Dampfkesselüberwachungsverein ("steam boiler supervision association") was charged with conducting the tests, which were mainly concerned with the drivers’ mechanical aptitude.

In 1910, the German imperial government mandated the licensing of drivers on a national scale, establishing a system of tests and driver’s education requirements that would serve as a model for the licensing laws of other countries.

As automobile-related fatalities soared in North America, public outcry provoked legislators to begin studying the French and German statutes as models. On August 1, 1910, North America’s first driver’s licensing law went into effect in the U.S. state of New York, though it initially applied only to professional chauffeurs. In July 1913, the state of New Jersey became the first to require all drivers to pass a mandatory examination before receiving a license.

Because a large number of countries, including Australia, New Zealand, Canada, the United Kingdom and the United States have no national identification cards and because of the widespread use of cars, driving licenses are often used as a de facto standard form of identification.

Many European countries, New Zealand and Canada require drivers to produce their license on demand when driving. In such countries, the driver must always carry their license on them when driving. In the United Kingdom, it is not necessary for drivers to carry their driving licence while driving. However, if stopped, a driver may be required to produce their licence at a nominated police station within seven days. The police issue a form for this purpose, colloquially known as the "seven-day wonder" or a "producer".

Some European countries require adults to carry identification at all times. A driving licence is not necessarily valid as identification in every European country.

In the People’s Republic of China (mainland), Hong Kong, Dominican Republic and Venezuela, the driving license number is the same as the citizen’s ID number.

A driving licence in Hong Kong carries the same number as the holder’s ID card, but has no photograph. Upon inspection both must be presented. Plans to make the newly phased in Smart ID contain driving licence information have been shelved.

Similarly, Saudi Arabia requires all drivers to carry an ID card in addition to a license and present them whenever requested. Using a driving licence instead is only permitted if the request is made for on-site inspection/identification purposes, especially at checkpoints. Expatriates may be requested to present their visas as well.

Egypt

Citizens of all Egyptian governorates are entitled to a driving license once they have reached the age of 18. To obtain their licenses, applicants must pass only one test.

Until a few years ago,when? Egypt was known for having the easiest driving test in the world. In order to pass, all a person had to do was drive six meters forward and then reverse six meters. However, the test has recently been updated to make it more difficult, now the applicant has to answer 8 out of 10 correct answers in a computer test, then pass a forward & reverse S-track test.

Morocco

The legal driving age of Moroccan Citizens is 18.

South Africa

The minimum driving age in South Africa is 18, except for small motorcycles which may be driven from the age of 16. To obtain a licence, applicants must pass a written or computer-based test to obtain a learner’s licence, and then pass a road test to obtain the driving licence.

Europe

The European Union has adopted a common format for Driving Licences, and a common set of Driving Licence categories. They were introduced to replace the 110 different plastic and paper driving licences. The common format with the same information in the same place on all licences allows the Driving Licence to be understood, even if it is in a different language. See: European driving licence.

Romania

The minimum age for obtaining a driver’s licence in Romania is 16 for A1, 18 for A, B, BE, Tr, C, CE and 21 for D, DE, Tb, Tv, D1 and D1E. In order to obtain a driving license, a person must follow a driving school with a duration depending on the desired category and pass a theory and road exam.

Canada

The age to obtain a driver’s licence in Canada varies by Province, as do the necessary procedures. The minimum age for obtaining a drivers’ licence to drive solo in most provinces is 16. The territories vary.

United States

The eligible age varies substantially by state, but by nationally by age 16 one can obtain a license after passing the requisite tests. Since the driver’s license is a commonplace document that carries much of the necessary information need for identification, it has become the primary method of identification in the United States.

Mexico

A driver is allowed a driver’s permit at the age of 14, until they receive a driving license at the age of 15, they are not allowed to drive alone

Jamaica

A citizen may obtain a learner’s permit once he or she is age 17. A learner will get their driving license upon being proven competent, only through the results of both a written and practical test. This license expires on the holder’s fifth birthday after the date of issue.

Costa Rica

Every vehicle driver must carry a driving license (Licencia de Conducir), which is issued by a special education department (Dirección General Educación Vial) of the ministry of transportation and public infrastructure (Ministerio de Obras Públicas y Transporte).

For this license to be granted there are three needed tests, practical driving (includes driving a car in simulated streets), theoretical driving (a multiple selection written test based on booklet issued by the education department or after taking a special course), and finally a medical test performed by a medical practitioner that tests eyesight, blood pressure and attests the presence of other diseases and behavior of the driver.

Every citizen can solicit a driving license at age 18, after being issued the first time, the license must be renewed after two years, and every successive occasion after five years.

Besides this document the driver must carry the national identity card (Cédula de Identidad), however both documents use the same identification number, the national identity card being the basis of the driving license number.

Pakistan

Pakistani driver’s license issued by Lahore District Police.The minimum age for eligibility for learner’s permit is 18 years de facto; as the driver’s information is saved against the Computerized National ID Card number which is issued at the age of 18. The License Issuing Authorities vary to each district and work under the relative District Police.

To obtain a driver’s license one must register for the learner’s permit at his/her local District Police’s designated license offices and after 42 days can apply for test for a regular full license. The test comprises of a theory based test followed by a short practical test. Only the one’s who pass the theory test are allowed to take the practical test. The whole test stage is a single day process where both the tests are to be taken the same day.

Australia

The minimum driving age varies between 16 to 18 years of age in different States and Territories. After the minimum age, a graduated licensing scheme operates, with State variations. Queensland implemented new laws after July 2007. Queensland follows a graduate licensing system, which runs like this: At 16 Years – learners permit (after passing theory test), Black and Yellow L plates must be displayed and 100 hours of on road driving must be logged including 10 hours of night driving.

At 17 Years a Q-Safe practical driving test may be taken if the license has been held for at least a year and the 100 logged hours are confirmed. If passed, the driver is issued with a P1 license. Red and white P plates must be displayed. Restrictions include a B.A.C of 0.00, no mobile phones while driving (including hands-free), no more than 1 passenger between 11pm – 5am (direct family members excepted) and no high powered cars, e.g. Turbo or 8 and 12 cylinder engines. At 18 Years a hazard perception test is taken. The driver then obtains a P2 License, which places restrictions similar to a P1, except that hands free phones may be used and no special restrictions are placed on the number of passengers allowed. At 20 Years the driver obtains an open license which has a maximum B.A.C of 0.05.

New Zealand

The minimum age to obtain a Learner Licence is 15 in New Zealand.

Day-camp kids entering the park
educación it

Image by Ed Yourdon
Note: this photo was published in a May 20, 2010 blog titled "Algunas recomendaciones para los cursos de verano." It was also published in a May 15, 2011 NYCppl.com blog titled "Happiness through yoga," as well as an undated (mid-May 2011) blog titled "Educación vial para niños (2): caminando por la calle."

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These pictures were taken on two successive days when I had doctor appointments on the Upper East Side of NYC, and had the chance to walk along Fifth Avenue, and then through Central Park in order to return to my apartment on the Upper West Side, at Broadway & 96th

I had now reached the west side of the inner roadway that circumnavigates Central Park, and was heading north toward the exit on 96th Street. This was almost at the 96th Street exit, where I planned to leave the park; indeed, you can see parts of a church on the far (west) side of Central Park West), as well as parts of a truck and traffic sign.

I was intrigued by this group of young children, who were entering the park under the watchful eye of a teacher or camp counselor. It appears that the kids were all wearing fluoresent vests of some kind, perhaps to make their presence more visible to passing cars. Note also how several of them are holding onto a rope, to keep themselves together…

Micro-Donations Help E. San Jose Low-Income School Implement Kidpower Bullying Prevention Programs

Posted by Admin | Posted in Escuelas | Posted on 21-01-2014

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San Jose, CA (PRWEB) February 28, 2013

Kidpower, a nonprofit leader in child safety and self-protection skills education, and Escuela Popular, an East San Jose school serving low-income kids, announce the launch of a micro-donations fundraiser to help bring Kidpowers bullying prevention and healthy relationship skills training to the entire school community – the kids, teachers and parents.

The elementary school students created a video to promote their efforts to stop bullying and make Escuela Popular a fun, safe place to learn. Bullying is 2-3 times more likely to occur at school than on the way to and from school, according to the US Secret Service and Department of Educations Threat Assessment in Schools.

At Escuela Popular we educate to transform lives. And that means that we need to provide (students) with all the tools necessary to combat bullying and violence at school, home and in their communities, says Acting principal of Escuela Popular Dual Language Academy, Daisy Barocio, in the video. We want to ensure that we are able to provide a space where they can learn and learning cannot happen if they feel it’s not safe.

The kids video and fundraiser are hosted on the Kidpower.org website at http://www.kidpower.org/escuela-popular-fundraiser/ where people can donate $ 1, $ 5, or more, to help the students and the school community combat bullying, abuse and other violence. Donations will be doubled by a $ 5000 challenge grant from the Frieda Fox Family Foundation, which will enable the school to adopt Kidpowers people safety curriculum into the school and community culture to benefit thousands of students and families over the next five years and beyond.

Kidpower recently received the all-or-nothing challenge grant, which inspired the micro-donations campaign to benefit Escuela Popular, says Erika Leonard, Kidpowers California Services Program Manager. Our challenge is to raise the matching $ 5,000 using social media and web-based tools, including our website and online donations, to help generate new donations to support services for children from low income families in the San Jose area. Kidpower is partnering with Escuela Popular to bring training to their entire school community

Universidades del mundo abren más oferta ‘online’

Posted by Admin | Posted in Educación Superior En Colombia | Posted on 15-01-2014

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Universidades del mundo abren más oferta ‘online’

Lea sobre Universidades Del Mundo Abren Más Oferta ‘online’, respecto a Educacion Superior En Colombia

EDUCACION SUPERIOR EN COLOMBIA, Cita textual de Universidades del mundo abren más oferta ‘online’ analizada en nuestra sección de educacion superior en colombia para documentación de nuestros nuevos y antiguos lectores.


A escala mundial, las universidades de Estados Unidos, Gran Bretaña, España, Francia… se unen a esta forma de enseñanza. Los alumnos escogen las materias, los profesores y los horarios a los que desean asistir a través de la web. De acuerdo con datos del Programa de Educación Abierta de la Comisión Europea, en este continente se contabilizan 277 MOOC, de los cuales 83 son españoles, 55 están en Reino Unido y 53 en Alemania. Las clases relacionadas con la Ciencia y Tecnología son los que más peso tienen a la hora de recibir estudiantes, seguida de las de Humanidades y Ciencias Naturales.

Este contenido ha sido publicado originalmente por Diario EL COMERCIO en la siguiente dirección: http://www.elcomercio.com/sociedad/educacion-online-cursos-internet-universidades-tecnologia_0_1066693321.html

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Universidades del mundo abren más oferta ‘online’

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Overlearning psychology

Posted by Admin | Posted in Pedagogía | Posted on 09-01-2014

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Overlearning psychology is basically a pedagogical concept according to which newly acquired skills should be practiced well beyond the point of initial mastery, leading to automaticity. Overlearning psychology basically needs learning in which practice or repetition continues beyond the point required for adequate mastery of the task. Overlearning helps to keep things in our mind forever what we have learned. Overlearning psychology is when you’ve learned something so profoundly that you can’t set it aside easily. Overlearning psychology is described as to continue to study or practice after attaining proficiency.

Overlearning psychology which practice proceeds beyond the point where the act can just be performed with the required degree of excellence. It is continues process of learning beyond the level of skill needed. The practice of Overlearning psychology is now a day’s used by many schools that emphasize continued practice of mastered materials, and also by many students.

Advantages of overlearning psychology:

Engrams (Memory Traces)
Memory Trace
Brain-Width (Broadband)
Spacing of Repetition
Making it Easy
Cyborg
Memory
Accelerate Your Progress
Helps in the value of increasing student input to learning opportunity design issues was explored.

Overlearning psychology is basically a long-term memory and permanent knowledge. Now a days in schools and colleges the academic focus not only teaching the current material which is not taught, but also moving back to the taught material and revising it over and over again so it will retained in the minds of students.

Overlearning helps the students to keep their knowledge forever. Overlearning is very effective way of learning things. Overlearning psychology not only helps to learn things but also helps to understand the things. Overlearning psychology is a practice of things again and again. Retention is longer after overlearning compared with retention after practice only to the point of performance meeting the specified criterion.

Virtual Assistant

Posted by Admin | Posted in Cursos Virtuales | Posted on 08-01-2014

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Virtual assistants, as the name suggests, assist people from the different strata of the society but virtually. The virtual assistants normally known as the VA are basically entrepreneurs providing professional assistance to people in the administrative sphere, technical world and the creative field. They provide this assistance to the clients from their home office. There are several virtual assistants working from home to help the business people. The best part of hiring such assistants is that they are involved in a wide variety of works and are able to provide service accurately.

However, these Virtual Assistants normally work for small scale organizations and consultancy groups. A worldwide survey has revealed that there are about thirty five thousand virtual assistants serving various small scale companies. Even the consultancy groups hire them for their services. Especially in the centralized economies virtual assistants are being hired often due to the short span of job. In these kinds of firms, assistants are hired for a small span of time where they are laid off after the completion of a project. This practice is often known as the FIFO method of staffing.

Normally the data transfer between the firms and the virtual assistants take place through e mail, telephonic conferences and fax machines. Sometimes it also takes place through instant messages sent online. The virtual assistants are hired on the basis of contracts for a stipulated time period. However, most of these relationships transform themselves into long lasting ones fetching more work for the virtual assistants. If you wish to work as a virtual assistant then you must have at least five years of experience at an administrative post in the previous office.

Normally they work as executive assistant, secretary, legal assistant, manager or supervisor, paralegal, real estate assistant and legal secretary.

However, one must remember that he/she is not an employee of the company that has hired its services. He is considered to be an independent business contract owner. They come under the purview of tax paying workers. In fact, they pay their own self employment taxes to the government. They decide on the terms and conditions on which they will work and also the payment pertaining to their service. Hiring them are profitable for the company since they do not come under the direct payroll of the company. Hence, they are only paid when they work for the firm based on the volume of work they have done. In fact, they are capable of expanding the small scale companies by generating more sales.

Since the VA is not a direct employee of the company, the company does not have to bear the expenses like training the employee, casual leaves, paid time off, sick leave, retirement plans and insurance of the employee. Hence, the burden on the house is much less. If you can free yourself from the little office chores then you will be able to attend more and more trade shows and establish contacts with other firms. They happen to be the obvious choice for replacing a full time secretary when he or she is on leave. Hence, working with a them has many advantages.

Citrix reporta récord de ingresos en el tercer trimestre

Posted by Admin | Posted in Docencia | Posted on 07-01-2014

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México, D.F. (PRWEB) November 25, 2004

Citrix Systems Inc. (Nasdaq: CTXS), líder global en soluciones de infraestructura de acceso, reportó hoy los resultados de su tercer trimestre terminado el 30 de septiembre del 2004.

Los ingresos del tercer trimestre del 2004 ascendieron a 187.6 millones de dólares, comparados con 144.3 millones de dólares en el mismo periodo del año anterior, lo que representa un incremento del 30%. Los ingresos diferidos aumentaron a 202.3 millones de dólares, comparados con 144.6 millones de dólares en el mismo periodo del año anterior, lo que representa un incremento de 40%.

Resultados auditados

Los ingresos netos del tercer trimestre del 2004 fueron de 38.4 millones de dólares, o 0.22 dólares por acción diluida, comparados con 31.0 millones de dólares, o 0.18 dólares por acción diluida, en el mismo periodo del año anterior.

Resultados ajustados

Los ingresos netos, ajustados para excluir el efecto de la amortización de activos intangibles, fueron de 42.3 millones de dólares en el tercer trimestre del 2004, o 0.24 dólares por acción diluida, comparados con 32.8 millones de dólares, o 0.19 dólares por acción diluida, en el periodo comparable del año anterior.

“El tercer trimestre registró un récord de ingresos”, dijo Mark Templeton, presidente y director ejecutivo de Citrix. “Además, vimos un sólido desempeño de la División Citrix Online, un crecimiento de dos dígitos en los ingresos de un año al siguiente y una mejora secuencial de los márgenes de operación.

“Vimos solidez en tres áreas clave: en nuestro negocio central; en nuevos productos, en especial Access Suite; y en nuestros negocios de suscripciones. Los clientes de empresas incrementan el uso de software y servicios de Citrix, ya que ven más valor estratégico en la infraestructura de acceso como sistema de negocios central”.

Aspectos financieros sobresalientes en el tercer trimestre

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Online Shopping First: Laguna Beach-Based elleH.com Launches HD Video of Every New Clothing Item

Posted by Admin | Posted in Becas | Posted on 02-01-2014

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Laguna Beach, CA (PRWEB) July 27, 2009

For the past two years, Orange County locals and fashionable tourists alike have embraced elle H boutique (pronounced like ‘L.H.’) as the Laguna Beach destination for cutting-edge style with California ease. With the recent launch of their ecommerce site, elleH.com, fashionistas across the country have been able to browse the elle H racks from the comfort of their own home. The user-friendly, sleek website now boasts instant HD video of each new item so that the complete shopping experience can be realized.

Co-owner and buyer Linda Hahn (the mom in the mother-daughter team) explains, “We appreciate the details and construction of each hand-picked item and don’t want any of it to be lost in translation over the web.” On elleH.com, one click allows you to see firsthand the drape and movement of fabric and the 3-dimensional shape and fit of each garment without ‘behind-the-scenes’ cinching and pinching.

Savvy shoppers already appreciate other advanced features of the online boutique, streamlining and enhancing the shopping experience. elleH.com is one of a rare breed of websites known as an RIA (Rich Interactive Application). Operating more like a desktop than a webpage, you never have to wait for a new page to load. Once the first and only page loads, you have speedy and friendly access to all the site has to offer. Without even having to click, a simple mouse hover provides both front and back images of the item, size availability, and price. Say good riddance to clicking and waiting for a new screen, only to discover the item is out of your price range and unavailable in your size, and usher in the days of watching a live model do a turn on a virtual runway in HD video. (Hint: resize the browser and the site will adjust to fit the space, so you don’t miss a square inch of style!)

elleH.com is a Laguna Beach-based online boutique featuring contemporary clothing and accessories from both emerging designers and trusted favorites in a streamlined, cutting-edge shopping experience. From instant HD video of each item to details such as fabric content and care instructions, elleH.com leads the pack in boutique shopping online.

A mother-daughter team, buyers Erica and Linda capture California ease with distinctive style from up-and-coming designers like Rory Beca, Sally Tseng, Dolan, Madison Marcus, Twinkle by Wenlan, Black Halo, and Geren Ford and classic contemporary lines like Nicole Miller, Cynthia Steffe, Three Dots, and Margaret O’Leary. Other favorites include leather and fleece outerwear by Mike & Chris and premium denim from Raven, Goldsign and James Jeans.

For further information and to view the HD video in action, please visit http://www.elleH.com or contact Erica Hahn. New styles and video will be added weekly with the arrival of new merchandise.

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Virtual Dating

Posted by Admin | Posted in Cursos Virtuales | Posted on 26-12-2013

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Virtual dating is a fairly new concept that is just starting to become known in the internet and dating world. To understand the concept of virtual dating, think about a three dimensional experience or event in real life happening right before your eyes. Any environment can initiate a virtual dating experience and it can create a wide range of different atmospheres and situations.

There are some sites on the internet that are running trials of how to pick up women the virtual dating concept right now. Reports from their trials have shown that women are producing higher amounts of registration with virtual dating sites then men. Men are normally initiating contact and registration with traditional online dating sites. With virtual dating however, women are initiating more than men. This could be due to the fact that women have complete control over who they select and how they go about interacting with people. This can lead to a much higher rate of success in real life dating situations.

Virtual dating has recently been hailed as the next major online dating craze for singles by the scientific research. It is projected to bring virtual dating into internet cafes and lounges which will give singles the power to choose to discontinue a date or to continue on with it. This virtual dating experience can help singles get to know each other in a safe, fun online internet world before setting out on real life dates. Singles interact with each other and get to know others while listening to music, playing games that engage them in conversations, and various other interactions such as spending time together with three dimensional avatars.

For many people, this sounds like a very fun way to meet new people and spend time getting to know others.

One of the biggest reasons that virtual dating was established was to encourage more and more women to get involved. according to information provided by Matt Fuller, who is an online dating expert, women are tired and extremely frustrated with the experiences that they are offered in the current online dating services that are available to them. “Females are fed up with being flooded with numerous emails from various guys.” When women open up their email inboxes to find hundreds of junk emails, most of these professional women are entirely too busy to sit and sort through all the junk to find the few relevant emails that are worth their time and effort to read. This is especially true if it is a daily, consistent problem.

Virtual dating is very friendly to women and is a product that offers all of the features that women are looking for, but are unable to find in traditional online dating sites. Recent studies centered on new virtual dating sites and software shows that it assists in better disclosure and offers the chance for more opportunities for mutual attraction to be created and continue to develop. The study also found that females were over 40% more likely to ask men to go on virtual dates then they were via chat rooms, instant messaging services, or email. They were also three times as likely to answer and agree to invitations to go on virtual dates as opposed to directly dating in the real life world.

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Explicación integrador centro Automatización Industrial, SENA Regional Caldas.
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Maricopa Community Colleges Schedule Dozens of Events as Part of States First SciTech Festival

Posted by Admin | Posted in Colegios | Posted on 10-12-2013

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Tempe, AZ (PRWEB) January 20, 2012

When the Arizona SciTech Festival conducts its 2012 activities, the Maricopa Community Colleges will be active participants, with more than 30 activities scheduled on their campuses.

The SciTech Festival is designed to showcase Arizona as a national leader in science, technology and innovation through a series of events taking place during the months of February and March 2012.

The festival is a grass roots collaboration of over 200 organizations in industry, academia, arts, community and K-12, geared to excite and inform Arizonans ages three to 103 about how science, technology and innovation will drive the state for the next 100 years.

The Maricopa Community Colleges are leaders in bringing education in the STEM subjects Science, Technology, Engineering and Mathematics to the people of Maricopa County, so it makes sense for us to participate in the SciTech Festival, said Chancellor Rufus Glasper. Were proud to be able to participate in activities that celebrate Arizonas role in science and technology.

While college activities will be primarily occurring in February and March, college activities also will be held in late January and into the spring.

Under the theme The Next 100 Years, the first Arizona SciTech Festival is being launched in concert with the states 2012 centennial celebration. Modeled on San Diegos highly-successful Science Festival that draws 60,000 participants annually, more than 150 activities will take place in diverse neighborhoods throughout Arizona with signature events highlighting the innovative character of each region (e.g. aerospace, technology, bioscience) through exhibitions and shows.

Additionally, the Festival will include up to 20 neighborhood science hubs providing workshop and discussion opportunities in neighborhood locations as well as in-field experiences at science and technology facilities throughout the state. To complement community learning opportunities, the Festival also will include in-school projects, workshops and competitions.

Following is a list of activities at the Maricopa Community Colleges:

Chandler-Gilbert Community College

Excellence in Mathematics competition for junior high students, Jan. 28, 9:00 a.m.-1:30 p.m., Student Pavilion.

SQL Saturday. SQL servers professional management training by Gangplank. Date in late February or early March.

Noche de Colegio, STEM parent night. March, 2012, Student Pavilion.

Sustainability Day. Fifty student presentations. Apr. 4, 9 a.m. to 12:30 p.m. Student Pavilion.

Desert Code. Free IT courses by Gangplank. A Saturday in late April.

Si Se Puede Foundation STEM Ambassadors 2012. Leadership event. January to May. Also held at Chandler junior high schools

Estrella Mountain Community College

Hermanas: Desena Tu Futuro/Design Your Future Conference. Feb. 24, middle school cohort, 9 a.m. – 1 p.m. Mar. 23, high school cohort, 9 a.m. 1 p.m.

GateWay Community College

High School STEM/Occupational Career Day. Mar. 1, 8:30 a.m. 12:30 p.m.

Glendale Community College

Arizona Science Olympiad (Division C). Statewide tournament of 25 high school science and technology teams. Mar. 3, 8 a.m. 2:30 p.m.

Mesa Community College

The Art and Science of Technology. Demonstrations in multimedia and robotics and hands-on activities. Feb. 8, 3-6 p.m.

Life Science Alumni Speaker Series. Alumni return to MCC to share their career experiences. Feb. 1 and Feb. 29, 4-5 p.m.

Mesa Community College Biotechnology Symposium. April 21, 9 a.m. 3 p.m.

Astronomy Night at the Planetarium, first Fridays of the month 6-10 p.m., repeating ever half-hour, weather permitting. Telescopes will be on hand for viewing the moon, planets and stars.

Paradise Valley Community College

Festival Saturday. Includes activities, tours and displays, as well as highlights of partnerships with universities. Feb. 25. Kranitz Student Center and Life Sciences Building Q, 8 a.m. 4 p.m..

Astronomy Night. See the Stars and Planets. Feb. 9, 7:30-10 p.m. G147.

Astronomy Night. The Origin of the Moon, lecture. March 1, 7:30-10 p.m.

Astronomy Night. See the Stars and Planets. March 22. G147, 7:30 10 p.m.

Astronomy Night. Big Star Party Under Beautiful Dark Skies. March 29, 7:30-10 p.m. PVCC at Black Mountain, 60th St. and Carefree Highway.

Phoenix College

Phoenix College Science and Math. Showcasing the colleges innovations in teaching STEM subjects. Feb. 7. Various activities from 11 a.m. 9 p.m.

Calculus: The Musical. A comic review of the history and concepts of calculus. Feb. 7, 11 a.m. and 7 p.m.

Innovations in Chemistry, Mathematics and Bioscience Education/Catch Some Chemistry. Feb. 7, 11 a.m. 3 p.m. Ed and Verna Pastor Plaza, between the library and Bulpitt Auditorium.

Innovations in Chemistry, Mathematics and Bioscience Education/Arithmetic Course. Feb. 7 9-11 a.m. and 5-7 p.m.

Innovations in Chemistry, Mathematics and Bioscience Education/Robotics. Feb. 7, 5-5:30 p.m..

Innovations in Chemistry, Mathematics and Bioscience Education/Second Life Bioscience. Conduct lab work in an immersive environment online. Feb. 7, 9-9:45 a.m. and 5-7 p.m.

Innovations in Chemistry, Mathematics and Bioscience Education/Cadaver Laboratory Tour. Feb. 7, 5-6 p.m.

Innovations in Chemistry, Mathematics and Bioscience Education/Medical Laboratory Science, Histologic Technology and Laboratory Assisting. Feb. 7, 9-11 a.m. and 5-7 p.m.

Scottsdale Community College

Planetarium at Scottsdale Community College. Open to the public certain Saturdays during the school year. Information at https://faculty.scottsdalecc.edu/mutz/planetarium. NS400, on the northeast side of campus.

Learning about the Future in 50 Minutes. Topics: High-performance Computing, 21st Century Informatics, Biotechnology/Bioscience, Nanotechnology/Nanoscience, Robotics/AI. Feb. 24, noon, CM-463.

Math/Science Field Day. High school teams compete in math and science events. Jan. 12, 8 a.m. -1:30 p.m., CM 463.

Center for Native and Urban Wildlife. Scheduled tours may be found at http://cnuw.scottsdalecc.edu/tours

What is Biodiversity? Tours at http://cnuw.scottsdalecc.edu/tours

Maricopa Advanced Technology Education Center (MATEC)

STEM Teacher Professional Development, Feb. 17 and Feb. 18, 8 a.m. 4 p.m. SRP-PERA Club, 1 E. Continental Drive., Tempe. Visit matecnetworks.org/htuteachers for more information.

The Maricopa County Community College District is one of the largest community college districts in the nation and includes 10 regionally accredited colleges: Chandler-Gilbert Community College, Estrella Mountain Community College, GateWay Community College, Glendale Community College, Mesa Community College, Paradise Valley Community College, Phoenix College, Rio Salado College, Scottsdale Community College and South Mountain Community College. It also includes the Maricopa Skill Center, Southwest Skill Center, several satellite campuses, business and industry; technical and customized training institutes.

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